RI-GSE ESS 1:
The Earth and earth materials as we know them today have developed over long periods of time, through continual change processes. RI-GSE-ESS1–2 Trace the development of the theory of plate tectonics or provide supporting geologic/geographic evidence that supports the validity of the theory of plate tectonics; 2a using given data (diagrams, charts, narratives, etc.) and advances in technology to explain how scientific knowledge regarding plate tectonics has changed over time.
National Standards
NS 9-12.4 Earth and Space Science
The evolution of the Earth system Content Standard F: Science in Personal and Social Perspectives
Science and Technology in local, national, and global challenges
Context of Lesson:
My goal in this lesson is to get students thinking about the growth and movement of the earth. I want students to build on their little knowledge of plate tectonics from the previous lesson. Part of this lesson will be reviewing the information they gathered in the last lesson,and part of the lesson will be to build on that information, and get them questioning our Earth.
Opportunities to Learn:
Depth of Knowledge
Level 1:
students will be taking some notes on the different plate boundaries and will be asked to recall the facts from the previous lesson
Level 2:
students are asked to put together pieces of information to determine the answer to a much more complex question
Prerequisite Knowledge
Students will be expected to recall the information from the previous class about pangaea and plate tectonics because todays topics build on that knowledge. Students will be expected to know that the Earth's crust is ever-changing, otherwise the question posed at the beginning o class will have no impact on them, and not get them to truly think about the processes of the Earth.
Plans for Differentiating Instruction
Some students find it helpfull to get structured notes to learn from and study from. Although I do not plan on doing too much notetaking during class, some is helpfull for many students. We wil be doing a few minutes of structured notes about the types of boundaries. Next there is a portion of this lesson that will adhere to the visual learners. The 8 minute video is interesting and informative. I think that this video is brief enough to keep the students attention, and just long enough to engage the visual learners.
Accommodations and modifications
Environmental factors
The students will be allowed to work in the groups of their tables (2-3 people) to discuss the first posed question. After that, we will be working as one group in the class.
Materials
computer and overhead projector with internet access
Objectives:
Students will...
determine and support the correct answer (posed at the beginning of the class) by the end of class
Instruction:
Opening:
The lesson will start by writing on the board the question "Are the ocean floors older,younger, or the same age as the continents?" The students will think about this when they enter the room, and will be asked to write down their answer and a brief explanation of why they believe this. (The students will do this as I take attendance and the class settles in) We will then discuss their thoughts as a class, but I will not give them a final answer, I will explain that we will determine the answer by the end of the class.
Engagement:
After discussing the classes thoughts, we will look again at the images of Pangaea, and see if we can draw any conclusions by relating it to our last class. Using the computer/overhead projector we will look at images while discussing the different types of plate boundaries. The students will take a few minutes of notes while we discuss the types of boundaries. After, the students will watch an 8 minute video on seafloor spreading, in hopes to give the students a visual of the question posed at the beginning of class. This video suggests the answer to the question, and ties in the idea of Pangaea (last lesson). The video continues to connect the seafloor spreading to earthquakes and volcanoes which is what we will be getting into in the following lessons.
I will also be spending about 15 minutes discussing and assigning the unit project. The Unit Project
The project consist of students working in groups that they have chosen. The context of the project is that students have to research a specific area of the world, and determine whether or not the area is suitable building a stable retirement home for retired teachers. Students will determine this through a variety of geologic factors explained in the handouts. Each person in the group will be responsible for researching a different aspect of the region. Each group will then be responsible for making a presentation to the class about what they have determined. The presentation could be in any format (approved by the teacher) they like. Students will be given a group grade and an individual grade. Students will be given a class day to work on the project in the computer lab, however the bulk of the project should be completed outside of class. The presentations will be held on the last day of this unit. Therefore the students have about 2 weeks to complete it. SEAFLOOR SPREADING VIDEO
Closure:
Wrap up the discussion question posed at the beginning of class, but asking it again and discussing. Homework: Start thinking about the project and decide on who is doing what section (write it down!)
Take Away Points:
My main points to conclude the lesson are
the ocean floor is younger than the continents, because of seafloor spreading
the ocean floor is not flat
molten rock forms new crust
how seafloor spreading relates to plate tectonics
Assessment:
I will assess the students, but mostly assess the lesson so far, by seeing how the students respond to the question at the beginning of class. I will not necessarily looking to see if the students come to the correct answer, but I want to hear their thought process at arising to an answer. If students still have no clue that the Earth is changing, and the plates are moving, then I will need to be more explicit. I do not expect the students to already know about seafloor spreading, but I will asses whether or not they are using the last lessons inquiry knowledge to determine an answer.
Lesson Plan
Lesson Title: Sea-Floor Spreading
State Standards: GLEs/GSEs
RI-GSE ESS 1:The Earth and earth materials as we know them today have developed over long periods of time, through continual change processes.
RI-GSE-ESS1–2 Trace the development of the theory of plate tectonics or provide supporting geologic/geographic evidence that supports the validity of the theory of plate tectonics; 2a using given data (diagrams, charts, narratives, etc.) and advances in technology to explain how scientific knowledge regarding plate tectonics has changed over time.
National Standards
NS 9-12.4 Earth and Space ScienceThe evolution of the Earth system
Content Standard F: Science in Personal and Social Perspectives
Science and Technology in local, national, and global challenges
Context of Lesson:
My goal in this lesson is to get students thinking about the growth and movement of the earth. I want students to build on their little knowledge of plate tectonics from the previous lesson. Part of this lesson will be reviewing the information they gathered in the last lesson,and part of the lesson will be to build on that information, and get them questioning our Earth.Opportunities to Learn:
Depth of Knowledge
Level 1:- students will be taking some notes on the different plate boundaries and will be asked to recall the facts from the previous lesson
Level 2:Prerequisite Knowledge
Students will be expected to recall the information from the previous class about pangaea and plate tectonics because todays topics build on that knowledge. Students will be expected to know that the Earth's crust is ever-changing, otherwise the question posed at the beginning o class will have no impact on them, and not get them to truly think about the processes of the Earth.Plans for Differentiating Instruction
Some students find it helpfull to get structured notes to learn from and study from. Although I do not plan on doing too much notetaking during class, some is helpfull for many students. We wil be doing a few minutes of structured notes about the types of boundaries. Next there is a portion of this lesson that will adhere to the visual learners. The 8 minute video is interesting and informative. I think that this video is brief enough to keep the students attention, and just long enough to engage the visual learners.Accommodations and modifications
Environmental factors
The students will be allowed to work in the groups of their tables (2-3 people) to discuss the first posed question. After that, we will be working as one group in the class.Materials
Objectives:
Students will...Instruction:
Opening:
The lesson will start by writing on the board the question "Are the ocean floors older,younger, or the same age as the continents?" The students will think about this when they enter the room, and will be asked to write down their answer and a brief explanation of why they believe this. (The students will do this as I take attendance and the class settles in) We will then discuss their thoughts as a class, but I will not give them a final answer, I will explain that we will determine the answer by the end of the class.Engagement:
After discussing the classes thoughts, we will look again at the images of Pangaea, and see if we can draw any conclusions by relating it to our last class. Using the computer/overhead projector we will look at images while discussing the different types of plate boundaries. The students will take a few minutes of notes while we discuss the types of boundaries. After, the students will watch an 8 minute video on seafloor spreading, in hopes to give the students a visual of the question posed at the beginning of class. This video suggests the answer to the question, and ties in the idea of Pangaea (last lesson). The video continues to connect the seafloor spreading to earthquakes and volcanoes which is what we will be getting into in the following lessons.I will also be spending about 15 minutes discussing and assigning the unit project.
The Unit Project
The project consist of students working in groups that they have chosen. The context of the project is that students have to research a specific area of the world, and determine whether or not the area is suitable building a stable retirement home for retired teachers. Students will determine this through a variety of geologic factors explained in the handouts. Each person in the group will be responsible for researching a different aspect of the region. Each group will then be responsible for making a presentation to the class about what they have determined. The presentation could be in any format (approved by the teacher) they like. Students will be given a group grade and an individual grade. Students will be given a class day to work on the project in the computer lab, however the bulk of the project should be completed outside of class. The presentations will be held on the last day of this unit. Therefore the students have about 2 weeks to complete it.
SEAFLOOR SPREADING VIDEO
Closure:
Wrap up the discussion question posed at the beginning of class, but asking it again and discussing.Homework: Start thinking about the project and decide on who is doing what section (write it down!)
Take Away Points:
My main points to conclude the lesson are
Assessment:
I will assess the students, but mostly assess the lesson so far, by seeing how the students respond to the question at the beginning of class. I will not necessarily looking to see if the students come to the correct answer, but I want to hear their thought process at arising to an answer. If students still have no clue that the Earth is changing, and the plates are moving, then I will need to be more explicit. I do not expect the students to already know about seafloor spreading, but I will asses whether or not they are using the last lessons inquiry knowledge to determine an answer.Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: